NSAIDs in dentistry. Use of NSAIDs in dentistry. Anti-inflammatory drugs used in dentistry
CHAPTER 1., SOCIALIZATION OF THE TEACHER’S PERSONALITY IN THE PROCESS OF PROFESSIONAL TRAINING AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM
1.1. The problem of personality socialization in the theory and practice of teacher education.
1.2. Essential characteristics of the socialization of the future teacher’s personality in the process of his professional training.
Chapter 2. PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS OF SOCIALIZATION factor of socialization of the personality of the future teacher.
2.2. Dynamics of the process of socialization of the personality of the future teacher in the process of teaching practice.
2.3. A set of psychological and pedagogical conditions that ensure the socialization of the future teacher’s personality.
STRATCHRA AND
PERSONALITIES OF A FUTURE TEACHER
2.1. Pedagogical practice kik system-forming
Introduction of the dissertation in pedagogy, on the topic "Professional training as a factor in the socialization of the future teacher's personality"
The orientation of modern society towards the humanization of professional training presupposes awareness of the role of education as one of the leading spheres of spiritual and social production, the central link of which is the teacher, as the bearer of humanistic values, general and professional culture.
The essence of the humanistic paradigm of professional training lies in the very humanistic nature of pedagogical activity, in the center of which is. the emerging personality as the “highest value” (95). It is the tendency of the humanistic orientation of professional training that embodies the logic of the transition from the technocratic to the anthropological paradigm. This trend reveals the interdependence of professional pedagogical training and socialization of the personality of the future teacher, the interdependence of his professional and socially significant qualities.
The humanization of professional training involves, first of all, the subjective development and self-development of the personality of the future teacher, who is ready not to transmit a certain amount of knowledge and skills, but to to implement at a high professional level modern requirements for the education and upbringing of the future generation, to creatively carry out their life activities.
The period of professional training of a young man coincides with the period of his youth, when the processes of social cognition and social formation of personality are most intense, carried out during socialization through the acquisition of new socio-cultural knowledge and skills in expanding areas of activity and communication.
The didactic orientation of the university towards the preparation of subject teachers has led to the fact that, having a sufficient amount of theoretical knowledge, he is not able to apply this knowledge in practical life, and does not have the skills to navigate in the surrounding social environment.
The problem is that in order to form a new, holistic consciousness among the younger generation, the teacher himself must have developed high professionalism and new pedagogical thinking, high spiritual and moral culture, that is, the task of professional training should be to equip students with systemic knowledge and practical skills that will allow them to master the criteria for assessing social and natural phenomena, cultural phenomena (95).
This is possible provided that not only the focus of professional training is reoriented from didactic to educational. It is necessary to understand training and education itself as an area of social reality, the university as a special social environment in which the process of social and professional knowledge of the future specialist takes place not only in classrooms, but also outside them.
The artificial division in domestic pedagogy of the objective integral pedagogical process into training and education was the reason for the same division of the integral process of teacher professional training, in which priority is given to teaching.
Essentially, up to now, educational teaching has been identified with a holistic pedagogical process. The second thesis of A. Disterweg - “educational education” - turned out to be unclaimed in the practice of professional training of a future teacher, as a result, a pedagogical university is a “narrow” educational institution.
Considering a university as a holistic education, as a socially temporary space of life for a future teacher, in which everything influences the upbringing and development of his personality, we highlight professional training as the main factor in the socialization of the future teacher’s personality.
By socialization we understand the process of a person’s active mastery of socio-cultural experience, on the basis of which, as a result of activity, communication, and cognition, a person becomes a socially mature person.
Activity-personal and holistic approaches to the process of professional training give grounds to highlight teaching practice as a system-forming factor in the socialization of the personality of the future teacher, which determines the development of his professional and socially significant qualities.
In the light of the presented ideas, there is a need to consider professional training as a component of the entire area of social reality in which the socialization of the personality of the future teacher is carried out.
The problem of the personality of the future teacher, his professional and pedagogical training in domestic pedagogical science is given very significant attention.
The research is based on theoretical principles developed by P.P. Blonsky, L.S. Vygotsky, N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky, S.T. Shatsky.
A general theoretical approach to the content and technology of professional training of a teacher-educator was developed and substantiated in the works of K.A. Abulkhanova, A.I. Arsenyev, E.P. Belozertsev, P.Ya. Galperin, V.S. Ilyin, V.A. Kan-Kalika, N.V. Kuzmina, E.A. Levanova, M.M. Levina, A.K. Markova, A.V. Mudrik, A.I. Myasishchev, I.T. Ogorodnikova, L.I. Piskunova, V.A. Slastenina, L.F. Spirina,
G.N. Filonova, E.A. Shiyanova, A.I. Shcherbakova, N.EDurkova and others.
The dissertations of E.N.Vasilevskaya, M.N.Velieva, N.V.Kichuk are devoted to the formation of certain aspects of the teacher’s personality,
A.V. Lisovskaya and others; many specific personality qualities became the subject of research by L.F. Benediktova, A.V. Dmitriev, S.V. Kabachova, T.V. Lisovsky and others; psychological and pedagogical qualities are studied by V.A. Belyaeva, S.B. Elkanov and others.
From the standpoint of a holistic approach to the formation of the personality of a future teacher, the content, structure and forms of preparing students for professional activities are analyzed, and various areas of pedagogical skill are revealed.
The formation of general pedagogical skills of a teacher-educator is studied by O.A. Abdullina, T.D. Andreeva, V.N. Elmanova, V.S. Ilyin,
V.S. Kuznetsova, O.P. Morozova, L.G. Sokolova and others.
The system of pedagogical skills used by the teacher during the development of the pedagogical process has been studied (V.A. Slastenin); the range of skills necessary for a future teacher to work with a group of students has been identified (E.A. Antipova, R.A. Eremina, V.I. Zaichenko, S.M. Kornienko, A.I. Mishchenko, etc.).
The role of various types of activities in the process of forming a teacher’s personality is presented in the works of L.Sh. Rasulova, E.A. Smolyarova, A.L. Chulkova and others; The works of N.P. Anikeeva, Ya.L. Kolominsky, A.V. Mudrik, L.I. Novikova are devoted to the problem of communication; The communicative skills of the teacher-educator are deeply revealed by V.A. Kan-Kalik.
The problem of preparing a future teacher to interact with students in extracurricular activities is comprehensively and deeply revealed by E.A. Levanova; the main components of pedagogical skill have been established (Yu.A. Azarov, D.A. Belukhin, I.A. Zyazyun, V.G. Maksimov, etc.).
The functional capabilities of teaching practice in the process of professional training of a future teacher and its influence on personal qualities are analyzed (T.F. Belousova, E.V. Bondarevskaya, Z.A. Vasilyeva, V.V. Vorobyova, S.I. Kiselgof, L.T.Kiknadze, G.M.Maksimova, V.N.Rodionova, G.A.Shvetsova, etc.), including summer teaching practice (M.I.Gey, I.L.Danilova, L.K. .Klenevskaya, I.I.Kondratik, V.P.Mateyuk, etc.).
Research by V.K. Bogdanova, I.N. Orlova, O.M. Shilova and others is devoted to the influence of social conditions on the process of professional training of a future teacher; an analysis of the relationship between the main socio-psychological, technological and moral factors is studied by Yu.A. Azarov, E.Z. Boronchieva, V.A. Sitarov’s research is devoted to determining the conditions for the formation of social activity.
Sociological aspects of students are considered in the works of V.T. Lisovsky, Z.A. Saar, M.H. Titma, F.R. Filippov, G.A. Cherednichenko, V.M. Shubkin and others.
The works of A.L. Voichenko, N.P. Dobronravov, A.A. Legostaev, G.I. Nasyrov, S.A. Shmakov and others are also devoted to the socializing role of public and official student organizations of the university.
Recognizing the great value of research results in the field of teacher education, it should be noted that in the context of the proclaimed humanization of professional training, today the old approaches and principles to its improvement, to the definition of criteria for assessing the professional readiness of students in independent work are essentially being reproduced. The authors of many studies related to the area under discussion reduce the complex and multifactorial process of the subjective formation of a future teacher to equipping him with an ordered set of knowledge, skills, and abilities.
Thus, a certain contradiction arises between the growing humanization of teacher education, focused on the social and psychological aspects of the professional training of the future specialist, on the creative development of his personality, and the dominant functional-technocratic approach to his professional training.
Taking into account this contradiction, we made a choice of research topic, the problem of which is formulated as follows: what are the psychological and pedagogical foundations and conditions for the socialization of future teachers in the process of their professional training?
Solving this problem is the goal of the study.
The object of the study is professional training that ensures the social and professional development of the future teacher.
The subject of the study is the process of socialization of the personality of the future teacher during professional training.
In accordance with the problem, object and purpose of the study, the following tasks were set:
To identify the essential characteristics and psychological and pedagogical foundations of socialization of the future teacher’s personality in the process of professional training;
Explore the essence and features of socialization of the future teacher’s personality in the process of professional training;
Determine the levels and dynamics of socialization of the future teacher in the process of his professional training;
To identify and experimentally substantiate a set of pedagogical conditions that ensure the effectiveness of socialization of the future teacher’s personality in the process of professional training.
In our study, we proceeded from the hypothesis that there are close and mutually influential connections between the processes of socialization and professional training. More effective socialization of a future teacher is carried out if:
Professional training is focused on the development of the personal and creative potential of the future teacher, the accumulation of initial social and pedagogical experience in the process of communication, interaction with children and adults and during teaching practice;
Conditions have been created for expanding the spheres of social and pedagogical, independent cognitive and practical activity, in the process of which the future teacher personally accepts humanistic and professional values;
The unity of theoretical and practical psychological and pedagogical training of the future teacher is carried out on the basis of an individual, age-specific approach, and personal experience.
The methodological basis of the study consists of the most important philosophical provisions about the essence of being, the contradictory connection between the individual and society, the social essence of the individual as a subject of activity, communication, consciousness, the social determinism of the formation of his consciousness, the multifactorial nature of the development of his personality.
The theoretical basis of the study was formed from the general socio-psychological theory of personality (B.G. Ananyev,
A.A. Bodalev, L.I. Bozhovich, L.S. Vygotsky, A.N. Leontiev, B.F. Lomov,
V.N.Myasishchev, K.K.Platonov, A.V.Petrovsky, S.L.Rubinshtein, etc.), theories of socialization (G.M.Andreeva, L.P.Bueva, Yu.A.Zamoshkin, P E. Kryazhev, I. S. Kon, B. A. Parygin, L. N. Uznadze, A. G. Kharchev, etc.), theories of the formation of the personality of the future teacher (Yu. K. Babansky, F. A. Gonobolin , N.V. Kuzmina, V.A. Slastenin, A.I. Shcherbakov, etc.), the results of a study of the problem of personality socialization in Western pedagogy, assessed in the works of B.L. Wulfson, Z.A. Malkova, M. A. Sokolova and others.
To solve the problems and test the initial assumptions, a complex of interrelated and complementary research methods was used: theoretical analysis of philosophical, sociological, psychological and pedagogical literature (note-taking, annotation, reviewing, compiling a bibliography); long-term psychological and pedagogical observation according to specially developed programs; studying personal affairs, characteristics, studying the products of students’ activities; special (technological) training, organization of student activities during extracurricular time and during teaching practices, graphical presentation of results, mass survey (questioning, interviewing, self-assessment, rating), pedagogical experiment.
The Lipetsk State Pedagogical Institute served as the experimental base for the study. The study covered about 2,000 students and young teachers, teachers, students of pedagogical classes, heads of country camps, and methodologists of children's art centers.
The study was carried out in several stages.
The first stage (1987-1991) is exploratory. The current state of the problem was studied. The initial collection and analysis of empirical material was carried out. The experience of conducting pedagogical practices and educational work of a pedagogical university on the formation of socially significant personality traits in students was analyzed. An analysis of the available literature is made. As a result, the problem was formulated, the initial parameters of the study, the object and subject of the study, its purpose, objectives, hypothesis, and conceptual apparatus were determined.
The second stage (1989-1994) is experimental. During the ascertaining and formative experiments, the general hypothesis of the study was tested. The experiment covered students of the Faculty of Physics and Mathematics throughout all five years of study. Throughout the experiment, establishing intermediate sections were taken.
During the experiment, developed programs of continuous public, summer teaching practice, and instructional and methodological training were modeled and subjected to empirical testing.
During the experiment, the basic pedagogical conditions were determined,
11 ensuring optimization of the socialization process.,
The third stage (1993-1995) is generalizing. The results of experimental work were analyzed and generalized. The research results were tested, the theoretical principles were clarified, and the dissertation research materials were compiled.
The following provisions are submitted for defense:
Professional training of future teachers is interpreted as a process of targeted socialization, during which the personal and creative potential of the future teacher develops;
The formation of personal and pedagogical experience, the development of a motivational and value-based attitude towards the teaching profession, the child’s personality, one’s own personality is activated by expanding the spheres of social and pedagogical practice, types of independent cognitive and practical activities of future teachers;
Taking into account the individual and age characteristics of future teachers is a condition for intensifying their cognitive and practical activities;
The conditions of summer independent teaching practice contribute to the intensity of the social and professional development of the future teacher.
The scientific novelty and theoretical significance of the study lies in the fact that it reveals the essential and structural-content characteristics of the socialization process of the future teacher; a technology has been developed and implemented for the formation of socially significant personality traits of a future teacher in the process of professional training, based on:
On the formation of social and professional personal experience of activity, communication in the classroom and extracurricular creative pedagogical activities;
On expanding the social space of teaching practice, complicating the role structure of the personality of the future teacher; the pedagogical conditions that ensure the effectiveness of the process of socialization of the personality of the future teacher in the course of teaching practice have been identified and justified experimentally.
The practical significance of the study is associated with the fundamental possibility of using the theoretical provisions and conclusions contained in it in the practice of teacher education to improve the quality of professional training of future teachers, the development and formation of their personality. The study revealed new possibilities for the influence of professional training on the process of socialization of the personality of the future teacher, new tasks in the organization of teaching practice. Having passed the experimental testing of the program, the methodological recommendations can be directly used in the mass practice of teacher education.
Credibility and the objectivity of the results obtained is due to the methodological validity of the research logic, a set of methods adequate to the nature of the phenomenon being studied and the objectives of the study, and a combination of quantitative and qualitative analysis.
Testing and implementation of research results. The main results of the study were reported, discussed and approved at annual scientific and theoretical conferences; teaching staff of Moscow State Pedagogical University named after V.I. Lenin (1995), Lipetsk Pedagogical Institute (1988-1995); at the interuniversity scientific and practical conference "Current problems of enhancing the preparation of students for summer teaching practice in country children's camps; experience, problems, prospects" (Moscow, 1990); at the Russian scientific and practical conference "Pedagogical classes in the system of pedagogical training" (Lipetsk, 1992); at the Russian scientific and practical conference "Summer - problems, prospects", Moscow, 1993).
The programs and methodological recommendations developed by the author for organizing and conducting teaching practices of 1-3 courses are used in the educational process of the Lipetsk State Pedagogical Institute.
Conclusion of the dissertation scientific article on the topic "General pedagogy, history of pedagogy and education"
These conclusions led to the decision to reorganize the summer practice process, dispersing it between the 2nd and 3rd years, and to introduce “passive” summer practice in the 1st year (by “passivity” we mean not the degree of participation in the activity, but the degree of responsibility for performing the action; students 1st year students underwent summer internship as “assistants” to a counselor).
Exploring the importance of summer teaching practice, checking the results of the reorganization of summer teaching practice, in 1991 we conducted a comparative analysis between 3rd year students of the IAP and 3rd year students of the Faculty of Physics and Mathematics who underwent pedagogical training in our program. The results are shown in Table 5.
Dissertation bibliography author of the scientific work: candidate of pedagogical sciences, Kuzmina, Elena Egorovna, Moscow
1. Azarov Yu.P. The art of educating, - M., Education, 1985.
2. Belukhin D, A. Psychotherapy of pedagogical activity, M, Moscow State Pedagogical University named after Lenin, 1992.
3. Grekhnev V.S., Culture of pedagogical communication. M., 198/.
4. Kan-Kalik V.A., Training of professional and pedagogical communication, / Methodological recommendations, M., Moscow State University of Pedagogical Education named after Lenin, 1990,
5. Kan-Kalik V.A. To the teacher about pedagogical communication. /Book for teachers, M, Education, 1987.
6. Cornelius Helena and Fair Shoshana. Everyone can win (how to resolve conflict). M., STRINGER, 1992.
7. Lvova Y.L., Teacher’s Creative Laboratory, M, Education, 1991,
8. Mudrik A.V. Pedagogical tact and pedagogical skill of the teacher. M., Education, 1986,
9. Nozhin E.A. Oral presentation skills. M., Politizdat, 1982
10. Fundamentals of pedagogical skills, / Ed. Zyuzna I, A, M., 1. Enlightenment, 1989, 11, Pease Allan. Body language / how to read the thoughts of others by their gestures. IQ. N. Novgorod, 1992.
11. Churakova R.G. Modeling pedagogical situations in role-playing games. M., NMO Creative Pedagogy, 1991.i g*- 1J J 13 Durkova H.E., Pityukov V.Yu., Savchenko ft.P., Osipova E.A.
12. New technologies of the educational process. M., NMO Creative Pedagogy, 1993.
13. PROGRAM of a special course with elements of a special workshop “Counselor School”.
14. In preparing and conducting special practicum classes, it is advisable to use students who already have experience working in camps, graduates of pedagogical classes, and to attract experienced practical workers from additional education institutions. - 156
15. Topic 1. Summer camp today.
16. Status and main activities of the counselor. (2 hours)
17. Types and structure of camps. Objectives of organizing children's summer leisure in the camp. The status of the counselor and his place in the educational system of the camp. The main activities of the counselor.
18. Topic 2. Specifics of working with a temporary children's association (VDO). (2 hours)
19. Specifics of VDO, stages of development in a country camp. Characteristics of psychological and physiological characteristics of different age groups. Emotional rhythm of change.
20. Topic 3. Organizational period in the camp. (2 hours)
22. Topic 4. Planning work for a shift. (2 hours)
23. The essence and specifics of planning in a suburban camp - 15? rya, Types of plans. Involving children in planning. A counselor's diary. Case summary.
24. Topic 5. Basics of organizational skills. (2 hours)
25. Basic principles of leadership and management of VDO, Basic professionally significant skills, counselor skills. Individual approach to the work of a counselor, The problem of self-government in modern conditions,
26. Topic 6, Applied visualization in a camp setting, (2 hours) Design of the children’s place of residence (hall, veranda, bedroom, etc.). Decorating a corner and fire pit. Crafts made from natural materials and paper.
27. Topic 7. Technology for conducting educational activities, (2 hours)
28. Structure, preparation and implementation of educational activities. Model of the "evening light". Model of the competitive program.
29. Topic 8. Press conference. P.hour)
30. Answers to questions from students on organizing summer leisure activities for children in a country camp.
31. PROGRAM of instructional and methodological training for 2nd-3rd year students of LGPY going on summer teaching practice.
32. PROGRAM for continuous pedagogical practice for 1st-2nd year students.
33. Places for continuous practice are determined by the head of practice depending on the real needs of children's institutions and the individual capabilities of the students themselves.
34. The age and individual characteristics of students are taken into account when determining the directions, forms and volumes of their activities, as well as the places of internship and its temporary length.
35. Continuous practice takes place in 4 stages, corresponding to academic semesters. Each stage has its own specific goals and objectives, which are specified for each student individually. 1. personal familiarization stage.
36. Tasks: self-affirmation, formation of self-esteem, self-esteem in the process of interaction with children; providing the opportunity for self-expression and accumulation of initial experience in pedagogical communication and activities.
37. Places of internship: schools, out-of-school institutions.
38. Time of internship: the period of winter and autumn school holidays.
39. I and IU stages are organizational and educational.
40. Objectives: conscious development of the sphere of informal communication between children, search for ways of cooperation with teachers of children's groups, parents of children.
41. Places of practice: schools, out-of-school institutions, country camps,
42. Time of internship: throughout the year, during the holidays.
43. Summing up continuous practice. At the end of each stage of practice, a final conference is held, at which students report on the work done, and an analysis of the work of a group of students and each individual is given.
44. Students attach an individual program and practice diary, a summary of the educational event to the report.
45. The conference can be held in various forms of collective creative activity.
46. REGULATIONS on summer teaching practice for 1st year students.
47. Summer teaching practice for students is the leading part of teaching practice. We consider it as an important factor in the development of a student’s personality.
48. Representing independent work of students with children, it contributes to the formation of their motivational and value-based attitude towards their chosen profession, towards the child’s personality, towards their own personality.
49. Independent activity of students is a necessary condition for the development of such significant professional and personal qualities as: creative activity, respect for the child’s personality, a sense of responsibility for their work.
50. Summer teaching practice for 1st year students has its own specifics.
51. Hence the choice of types and forms of educational activities: while observing the continuity of the educational work of the school, trainees are obliged to primarily use types and models of vacation activities that are not similar to the traditional educational work of the school.
52. Fundamentals of organizational work.
53. Pedagogical practice is preceded by orientation conferences on work in summer school camps and children's leisure centers.
55. The most preferable type of educational activity for 1st year students in summer conditions should be considered gaming activity.1. Game activity.
56. Summer practice involves enriching the personal gaming experience of trainees.
57. In addition, trainees, using personal experience acquired in the process of continuous practice, together with students, use and improve forms of leisure activities.1. REGULATIONS on summer teaching practice for 2nd-3rd year students of the DGPI.
58. Features and objectives of practice.
59. Students are full members of the camp’s teaching staff and interact with other services, administration, and representatives of the production enterprise in charge of the camp.
60. All these features determine the specificity of the tasks, content and organization of summer teaching practice.
61. I. Control, evaluation of results and management of practice.
62. The organization and management of the summer teaching practice of students is carried out in cooperation by the educational part of the institute, the department of theory and methodology of educational work and the deans of the faculties,
64. Organization of practice (stages) Content of control Controller Forms of control
65. Reporting documentation of students.
In the generally accepted understanding, based on legally established age limits, youth are boys and girls aged 14 to 30 years. At the same time, despite being united into one concept, this specific group of the population is heterogeneous in its composition; there is significant differentiation of individual groups of young people in almost all social indicators, including in terms of their labor behavior. Young people entering working life for the first time have special characteristics.
One of the stable trends in the development of the modern labor market is a reduction in the number and share of young people entering the labor market with an already acquired profession (specialty), and a simultaneous increase in the number of those who are trying to find a job without not only professional, but often also general education .
As sociological research shows, at a certain stage of socialization, a contradiction arises in the influence of two essentially different institutions of socialization on the behavior of young people, namely: the “family”, which predominantly positively evaluates the young person’s choice to work for economic reasons, and the “education system”, which attracts the prospect of obtaining a profession. Despite the objective desire of young people to obtain qualifications, vocational education, understanding of its importance, the high discount rate of adolescents due to their age and the positive attitude of the institution of “family” to the work activity of young people often demotivates them to study in order to obtain a vocational education. There is still a need to obtain an education, but it is determined by attributive significance, that is, obtaining a diploma, establishing business connections, etc. This need for education arises in the behavioral attitudes of young people somewhat later; the presence of this additional attribute - a diploma - is important for increasing the social status of young people in the process of further labor socialization. The current situation of modern accelerated socialization of adolescents has developed due to significant socio-economic transformations of society in recent years, accompanied by the partial materialization of the value system of young people.
The existing contradiction in the influence of two institutions of socialization on the behavior of young people is far from clear in practice. The presence of factors of mutual influence of educational and labor socialization can be determined through the desire of young people to get an interesting and highly paid job in the future. Young people understand that education is necessary, but how deep and in what forms remains an unclear fact for them until a certain time. At the same time, activity in relation to involvement in work is supported by the need to have their own money, including to pay for educational services.
Thus, in the process of socialization of youth, education plays a significant role, but the degree of its influence is largely determined by value attitudes formed in the family, as an agent of direct influence socialization. Young people, pursuing one of the goals of a successful life - “to have an interesting, well-paid job”, realize the need for education to achieve it, rather as a necessary rather than a sufficient factor, thereby defining education as an attributive factor in their labor socialization.
As they socialize within a higher educational institution, students’ value orientations tend to change, although the significance of the vocational education institution itself as an agent of socialization in this process is extremely small. In their search for themselves, students are guided by value orientations instilled by the family - the basic institution of socialization, and as research shows, influence young people for a very long time, trying to project the received values into their own lives. However, no less significant, formed in the process of secondary socialization, is the value of material well-being, for the implementation of which, as young people themselves imagine, education (diploma) plays an important role.
A characteristic feature of the modern labor market and the sphere of employment of the population, which influences the labor socialization of young people, is the discrepancy between the employer’s ideas and the real characteristics of young specialists, combined with the far from always justified ideas of young people about the ways of social and professional adaptation when entering working life. This is manifested, first of all, in the young person’s choice of profession, and subsequently in determining the prospects for their own employment in this specialty. Currently in Russia, the question of the prestige and rating of an educational institution is not always connected in the minds of a young person with the prospect of real employment. Practice shows that the choice of direction or specialty in which training will be carried out is often made by the applicant based on ideal ideas about the desired future job.
The primary task of vocational education institutions is to maximally help the future young specialist, already in the learning process, to form a clear idea of the demand and competitive advantages of the profession being acquired.
Literature:
- Gnevasheva V.A. Socio-economic importance of education in the development of modern society. – M.: Moscow State University, 2010. – 188 p.
- Rudenko T.T., Savelov A.R. Specifics of the situation of young people in the labor market (http://sbiblio.com/biblio/archive/rudenko_rynoktruda/)
The best minds of humanity from Plato to Vernadsky associated the well-being of society with the idea of constantly updating knowledge for each of its members. I. Goethe, for example, believed that a person should “re-learn every five years.”
The old idea of continuity of education was rediscovered, reinterpreted and enriched in the era of unusually rapid scientific, technological, sociocultural and economic changes that began in the world after the end of the Second World War.
Initially, education was essentially considered as a means of eliminating shortcomings in the training of adults caused by dropout from mass schools, unequal educational opportunities of various social groups and classes, uneven distribution of cultural values in society, etc. Hence, the predominantly professional orientation of education (while recognizing a certain role and general educational knowledge), its “schoolarization”, that is, the limitation of its scope by formal educational institutions.
Since the mid-60s, the interpretation of the compensatory orientation of adult education has been qualitatively transformed due to the inclusion of its adaptive capabilities. This expansion of social functions is caused by a number of reasons.
A growing gap between the qualifications of people and the needs of the market has clearly emerged, leading to the rapid aging of knowledge.
Training and retraining, updating knowledge and skills becomes a key issue in the competitiveness of an individual, organization, and nation. It is no coincidence that researchers started talking about the fact that in modern society the division of people into educated and uneducated comes to the fore. Thus, MIT economics professor Lester K. Thurow, author of The Future of Capitalism, said that “a true master of his craft can now easily earn big money whenever and wherever on the planet... If we fail to complete the educational breakthrough, we will witness monstrous unemployment. Uneducated, untrained, unskilled, and therefore incapable of creative work, people will be pushed aside by cheaper and more accurate machines."
However, the social changes taking place in society since the 70s have “moved” the adaptive-compensatory role of education beyond the professional sphere.
Researchers in the field of adult education have begun to pay special attention to its developmental function. In other words, the “center of gravity” in the socializing opportunities of education began to shift from assistance in “running” behind the changes taking place to assistance in the self-organization of the individual. The Council of Europe on Cultural Cooperation stated: “Adult education must not only enable the individual to adapt to changing circumstances, it must take a proactive approach to equip each individual with the ability to overcome these gaps that affect all aspects of his activities and his existence as a whole. , and enable him to cope with the numerous uncertain situations that result from this."
Today, we can identify several characteristic features that allow us to form a fairly holistic picture of lifelong education as a factor in the socialization of adults.
1. Continuing education of adults acts as a staged, holistic lifelong process. This characteristic traditionally emphasizes that obtaining an education cannot be limited to any one
age group, one, even the most extensive amount of knowledge acquired once and for all. In childhood and adolescence, learning acts as a leading activity, and at subsequent stages as an organic component of life. The Indian sociologist P. Shukla expressed this feature of education as follows. "Education can no longer be seen as preparation for life. It is itself part of life." The importance of the involvement of adults in educational activities is emphasized by all researchers studying this phenomenon. Their position was most clearly formulated by the English researcher F. Jessup. “If a temporary break in education is natural, then its final cessation is tantamount to amputation of thinking. According to many researchers, true education should only begin after receiving a diploma.
But the lifelong nature of educational activity in itself does not make it a purposeful factor in personal development. The stages of educational activity become developmental to the extent that they, on the one hand, expand the scope of possible choice, and on the other, “preserve” some uncertainty of the situation that awaits a person. If complete uncertainty atrophies life activity, then a meeting with an unclear situation stimulates it; the contradictory combination of readiness for activity and uncertainty, variability of conditions, circumstances, and the very nature of activity create a problematic situation, which becomes the subject of analysis aimed at finding means and ways to achieve the goal. Thus, continuity of education as a factor in the development of personality is not reduced to a mechanical connection of stages (preschool, school, university, postgraduate, etc.), does not regulate its activities from the outside, but is shaped by a problem situation. It is based on a “collision” of opportunities for choice, expanding under the influence of education, with the non-standard living conditions of people at different stages of their activity, in different socio-professional groups.
2. Spatial characteristics of lifelong adult education. If the temporal parameter includes education in the combined way of human life at its different stages, then the spatial parameter is understood as the interaction of a person with various sources of information at each segment of life, which is based on the interests and goals of people. It is the goals and needs of people that transform the ordinary consumption of information into an educational situation, and its content elements are those components that develop the personality or create conditions for its self-development. But the information involved in this process is quite heterogeneous: these are lectures, manuals, reference books, workbooks, etc., that is, didactically transformed information taking into account the needs of students; This is special literature on certain branches of knowledge; this is information supplied by means of mass communications.
The complex, sometimes quite contradictory world of knowledge and half-knowledge, full and half-true information requires selectivity from a person. Only in a situation of choice and readiness for it, various sources of information become means of educational activity, and the process of introducing a person to various sources of knowledge becomes self-education. From this point of view, communication and professional activities are no less significant than traditional training.
travel and mass communications and other life "universities". Thus, a person (primarily an adult) becomes the creator of his own educational situation. Therefore, adult education at every stage of life “is inherently eclectic... Educational projects for adults are diverse and cannot be reduced to strictly defined disciplines.”
The educational situation created by adults is expressed in a more or less holistic (“non-rigid”) program associated with a general strategy for using time at different stages of life, in different socio-professional groups, etc. The degree of activity and selectivity of adults in relation to knowledge, received from different sources, the methods of contact with them indicate the direction of their cognitive activity, their value attitude towards culture as a whole and largely determine the “spatial continuity” of education. In this process, a person’s understanding of what he needs plays a special role. Otherwise, there is a danger of replacing lifelong education with exposure to permanent stress.
3. Personal parameter of continuing education. As has already been shown, an adult is one way or another included in the information process with the help of the media, direct communication, etc. But he becomes a subject of educational activity when realizes the need for replenishment of knowledge, for familiarization with culture. This awareness is primarily due to his needs, which are based on several groups of contradictions.
First group- awareness of the disproportion between the actual level of knowledge and what is necessary for successful professional activity.
Accordingly, the first group of motives captures significant goals related to “pulling up” one’s educational level to that required in professional activity or determined by the search in the professional field (a second specialty, another job, etc.). In this case, education acts as a means for a person to maintain his socio-professional status.
Second group is caused by the awareness of the contradictions between the real level of knowledge and the social conditions of activity necessary for an adult to master, helping to understand the economic, political, ethnic and other realities of his life.
Third group caused by the desire of people to more deeply understand problems that go beyond their personal existence and are of a global nature. No matter how immersed a person is in his everyday existence, he somehow “breaks out of the walls of his isolated self” (E. Fromm), thinking about a wide range of global problems related to the destinies of man in a changing world.
Fourth group- contradictions of a self-reflective nature, caused, on the one hand, by the desire to understand oneself better and more deeply, and on the other, by an insufficiently developed mechanism of reflexive control and the inability to cope with life crises.
Fifth group- contradictions between the level of knowledge and formed human skills, on the one hand, and new cognitive tasks, new educational (in particular, information) technologies, on the other. This contradiction reflects the development of people’s need to independently search for information, to set creative and research tasks for themselves.
The noted groups of problems that determine the motivation of educational activities are closely intertwined in real life. At the same time, a certain “problem complex” in a given situation may move to the fore. For a job seeker, the dominant motives in the field of education will be those related to professional activity (the opportunity to find a job, mastering a new specialty, etc.). For an elderly person, the importance of education will be determined by the opportunity with its help to become familiar with cultural values, expand contacts, deepen one’s ideas about a healthy lifestyle, etc. But if the value of education is limited to purely momentary, situational interests, if it does not expand a person’s way of perceiving the world and oneself in it, then its continuity is limited at best to purely adaptive functions. The developmental, personal effect of education is directly related to its “trans-situationalism.”
The richer the motivation for education, the deeper the awareness of its value and the more intensively the entire system of goals and means of human activity is rebuilt. This is expressed in the formation of a holistic nature of life activity, in which the combination of work and study is a condition for the qualitative transformation and improvement of the individual, his transition to a higher and more ambitious level of ideological positions, an independent search for ways of self-improvement, and the constant deepening and expansion of connections with the world.
4. Structural (content) characteristics of adult education. As already noted, in the first stages of its formation, continuous education of adults performed primarily a professional-compensatory function. This orientation led to the fact that general educational knowledge was considered only as a basis for professional training. Involvement with them was limited to high school. Meanwhile, the modern dynamically changing world confronts humanity and every person with a number of global problems (ecological, ethnic, anthropological, socio-political, economic, etc.), the solution of which cannot be achieved through purely professional thinking. Moreover. A professional view of the environment, the achievements of modern science and technology make a person dangerous to himself. Therefore, vocational education, for all its value, does not relieve society from the danger of deculturation. At the same time, the current focus of general education is also far from the implementation of the proclaimed humanistic principles, and general education courses introduced into the higher education system are often of a purely informational nature.
The need to strengthen the value orientation of education at all stages of a person’s life, in all educational systems, can be realized:
* by overcoming the isolation of subjects and sciences, ensuring their systemic integrity, uniting around the problems of Man;
* through the selection of information aimed at personal development;
* by developing independence and critical thinking necessary for creative perception of the world around us.
In this case, the traditional opposition between “exact” and humanitarian knowledge, “physicists” and “lyricists” is eliminated, and lifelong education, acquiring a humanistic orientation, becomes a powerful impetus for personal development.
5. Institutional characteristics of education concerns the analysis of its relatively stable forms and types, through which the socialization of adults is carried out at different stages of life.
Educational institutions for adults began to emerge only in the 30s and 40s of the 19th century. An important milestone on this path was the higher public schools that arose in Denmark on the initiative of the educator and public figure N.F. Grundtviga. These types of educational institutions laid the foundation for the formation of the adult education system. Its components were formal, non-formal and informal education. Let's look at them in more detail.
Formal Education is predominantly based on age. It is hierarchically structured, covering all levels: from secondary education (for adults) to postgraduate education institutions designed to improve the qualifications of specialists or assist in their retraining. In the formal education system, a special role belongs to basic education in secondary and higher schools. The low level of training in it cannot be compensated for by subsequent types of educational activities. It is no coincidence that government and business circles in developed countries see improving the quality of training of students as a means of maintaining the competitiveness of their countries in the world market. Informal Education takes place outside the framework of the regular education system, but at the same time it is purposeful and systematic. The most common types of non-formal education institutions are lecture halls, public universities, public schools for people of the third age, etc.
The English Open University is considered one of the most productive educational institutions of this type. It integrates the possibilities of radio, television, the press with self-education and more traditional forms of education (group classes, consultations, etc.) The main prerequisites for the success of the “open university” are:
- the presence of a widely ramified communication infrastructure in the country;
- a clear idea of social, professional, national, etc. composition of potential students;
-diagnostics and consideration of individual needs;
- selection of the optimal mode;
- finding real incentives to support and develop interest in educational activities.
The experience of the English Open University has recently become increasingly widespread. In each case, the content and organization of the activities of such institutions takes into account sociocultural factors and practical needs. One example
- Association "Open University of Western Siberia", uniting 12 classical universities of Siberia and the Far East. The result of this form of cooperation is not just the addition of the educational potential of universities, but a new quality in education inherent in an open system - to give everyone the opportunity to most fully realize their educational needs, to expand the sector of educational services for the population. At the same time, the widespread introduction of computer technologies into the educational process allows any remote region to join the global information space.
Informal education is one of the effective channels for connecting the limitless educational potential of society to the system of lifelong education through a person’s daily life activities (communication, reading, visiting cultural institutions, traveling, the media, etc.). Informal education serves as a kind of bridge between traditional forms of education and cultural activities. An adult essentially creates this area of education for himself, that is, he transforms the educational potentials of society into effective factors of his development. Education obtained outside formal institutions is as close as possible to the needs of adults and society. Accompanying a person throughout his life, it forms a system of values, a circle of relationships. In this case, the sources of knowledge and experience are the family, the street, the immediate environment, and the media. According to UNESCO, 85% of the working population acquired the knowledge and skills needed for work outside of formal training.
The considered institutions complement each other and expand the ability to meet the needs of adults in the field of education. In this case, formal, basic education plays a decisive role. Its effectiveness is measured by the extent to which it ensures the individual’s readiness for post-secondary (postgraduate) education. This creates the prerequisites for the formation of an integral system designed to ensure and develop the lifelong educational activity of adults as a factor and component of the personal effect of socialization. But in this system, the connection between formal and non-formal education should be strengthened both by creating conditions for the development of non-formal and informal education, and by updating traditional forms of education.
At each stage of life, the relationship between forms of educational organization changes. As we move from one stage of adulthood to another, the role of non-formal and informal types of educational activities increases. At the post-retirement stage of life they become dominant.
The emergence of adult education as a social institution gave rise to a new problem - the training of teachers to teach them (andragogists).
One of the first countries to organize special training for such teachers was Israel. The outstanding thinker of the 20th century M. Buber organized a school in Jerusalem in 1949, which was supposed to train personnel capable of facilitating the process of cultural integration of immigrants. The purpose of the training is to prepare professionals capable of multicultural dialogue, since some of their future students were brought up on Western values, and others on the traditional culture of the Middle East.
6. Organizational forms of education. At first glance, it may seem that the form of educational organization is a subject of purely pedagogical (or andragogical) research and therefore it is not directly related to the problems of socialization. In fact, this is far from the case. All forms of organization of adult education have socializing capabilities. But their developmental potential is different and is determined by the extent to which they introduce adults to knowledge on a voluntary basis, quickly respond to wishes and changes in needs, allow them to show freedom and independence, and ensure the spiritual community of people. To the greatest extent, these qualities correspond to recurrent education, that is, the return of adults to systematic educational activities after a more or less long break.
Practice has accumulated quite a lot of different models of “renewable” education. One of the most common and traditional is systematically carried out advanced training of specialists, when study temporarily becomes the leading activity. A unique version of this model was, for example, the school for young teachers in the Leningrad region. Sessions organized during the holidays at a boarding school, on the one hand, retained all the signs of learning (systematic, consistent, scientific, etc.), but on the other hand, they destroyed the traditional idea of it. The content was built on the basis of taking into account the needs and interests of young specialists, who themselves for some time became speakers, lecturers, organizers of discussions, etc. Important elements of training were sports activities, games, dances, concerts, developing the aesthetic needs of young people and introducing them to various forms of leisure activities. A distinctive feature of the considered model is that education has “merged” with life. The socializing meaning of organized life activity in this way is to form a socio-professional community of young people, to compensate for the lack of spiritual communication. This is, perhaps, the main difference between this type of recurrent education and the traditional system of advanced training for specialists.
The goal of such schools is to, through the study and discussion of current social problems, introduce students to the foundations of democracy and culture, and stimulate further personal development. According to Danish researchers, the public school "is a personalized form of education that helps restore a sense of security and tailors its curriculum to the needs of the students."
Despite all the differences in the models of recurrent education, they are united by a quick response to the wishes of adults and changes in their needs, and a wide range of content. This orientation of recurrent education makes it an important factor in the social development of the individual.
The considered features of adult education allow us to conclude that its socializing role lies in:
* ensuring social and professional competence of adults;
* promoting their awareness of the processes occurring in society;
* strengthening people's faith in their capabilities;
* stimulating the formation of their social and professional community at different stages of life.
It can be assumed that one of the leading signs of successful socialization of adults is their attitude towards education. On this basis, two social personality types are distinguished. Representatives of the first type are characterized by an indifferent attitude towards educational institutions. They consider themselves as “complete” specialists and do not feel any particular need for specially organized acquisition of knowledge in other areas of life. Educational and professional experience and beliefs formed at previous stages of life brought education to the margins of their life interests. Most often, they do not directly declare the uselessness of education. But behind the judgments that justify the refusal to continue it, there is a certain position in life. Its main feature is the search for justifying reasons, the “blaming” of one’s own insolvency and failures in life on others. Under the pressure of social and economic changes that directly affect “negativists,” this position often changes. First of all, naturally, in the professional sphere. But even in this case, the value of education is limited only by its adaptive capabilities.
Representatives of the second type learn throughout their lives. They are accustomed to a “combined” lifestyle. They are distinguished by a critical attitude towards their preparation and a feeling of its incompleteness. They accept responsibility for the level of their qualifications and education. Hence high intellectual activity, readiness to perceive new information, to develop the necessary qualities. Representatives of this type are often called “long-term clients of the education system.” In turn, the range of values with which adults associate their educational activities depends on this system (its organization, content of education, etc.).
The functioning of the social institution of education is associated with the satisfaction of two types of interrelated fundamental needs of society - the socialization of its members and their preparation for various social roles. At the same time, the range of tasks performed by the institution of education in modern society is much wider, the most important of them from the point of view of society is the preparation of individuals to place them in certain social positions in the social structure of society and the formation of attitudes, value orientations, and life ideals in the younger generation dominant in a given society. Thanks to this, young people are introduced to the life of society, socialized and integrated into the social system.
The most important task facing a person in adolescence and early adulthood is establishing one’s identity in close relationships with other people and in work activity. The professional life cycle begins when people are still very young and often ends in old age. Most researchers attribute the age from 15 to 25 years to the period of formation of a specific professional identity. At this time, young men and women try to understand their needs and capabilities and, based on the results of such self-analysis, consider suitable professional career options for them. By the end of this stage, young people usually have already selected a profession and begin to master it.
The choice of profession, or professional self-determination, determines both the success of studying at an educational institution and future success in the professional field; it is the basis for a person’s self-affirmation in society, one of the main decisions in life. The choice of profession determines a lot, namely: who to be, what social group to belong to, where and with whom to work, what lifestyle to choose.
Speaking about the essence of professional self-determination, N.S. Pryazhnikov implies “independent and conscious discovery of the meaning of the work performed and all life activities in a specific cultural and historical situation.”
In general, it can be argued that self-determination as the process of a person determining his place in the world, the system of social relations, integrating his integrity in his own consciousness and the consciousness of other people develops in two aspects: value-semantic and activity-based and can be considered at least two interconnected but distinguishable levels according to E.A. Klimov: gnostic and practical.
For adolescence, value-orientation activity is leading. Such activity provides “not purely objective, but objective-subjective information, information about values, and not about entities.” The value-orientation aspect of professional self-determination is the development of a system of values, determining one’s suitability for the chosen profession, and searching for one’s calling. Indeed, the development of professional self-determination is closely related to the formation of a coherent, consistent system of value orientations; determining in the near and long term the conditions and ways of realizing intermediate and final life and professional goals that correspond to one’s own abilities and capabilities, by drawing up a life plan and including a professional plan in it; the formation in the individual’s consciousness of a holistic image of “I”, including the image of a professional.
The study of youth employment problems is traditional for the social sciences, but currently this topic is especially relevant in connection with the new characteristics of the labor market that have arisen as a result of structural changes in the economy. Orientations towards work in the conditions of the emerging market society in our country have a number of features, the main one of which is the difficulty of making a choice that would harmoniously combine the preferred type of work, its payment and prestige.
We made an attempt to study the motivation for choosing a profession and educational institution by students of the Shakhty Cooperative College of Commerce, Business and Law, with the goal of identifying the intentions and orientations of students regarding education and future profession.
50 respondents aged 17-19 years were interviewed.
The rationale for choosing a profession is represented by the following rating scale:
1. I have a penchant for this type of activity;
2. this profession will help me acquire a decent social status;
3. parents advised;
5. work in this profession can provide me financially;
6. advised by friends and peers.
It can be noted that in choosing a profession, interest in it, individual abilities and aptitudes for this type of activity are of great importance.
The beginning of vocational training presupposes the presence of an established subject of choice of profession, which characterizes the degree of maturity of the individual. As professional training progresses, the idea of the profession is formed and developed in the perspective of the individual’s holistic life path. A significant part of the respondents admitted that the choice of profession was decisively influenced by other people - parents or acquaintances working in this profession, which indicates an unformed professional identity.
Among the motives for choice, a significant proportion are such as the social prestige of the profession and high earnings. As you know, prestige is the most important factor in professional choice. “Prestige” itself is determined by the degree of respect for a given object, as well as the expected influence of the person who has mastered this object or this activity.
The reasons why this particular educational institution was chosen were ranked by respondents on the following rating scale:
1. prestigious educational institution;
2. good teaching staff;
3. easy enough to do;
4. close to home;
5. parents' opinion;
6. Friends study here.
Factors such as good teaching staff and the prestige of the educational institution scored the highest number of points. Further arguments include: “it’s easy to enroll” and “close to home.” The opinions of parents and friends played a certain role when choosing an educational institution. Thus, the claims of students to the level and quality of education are clearly observed.
It is noteworthy that none of the respondents indicated their choice of profession as a result of career guidance.
An analysis of answers to the question about plans for the future showed that 20% of respondents want to work in their chosen specialty. 28% doubt that they will be able to find a job in their specialty, but do not refuse to work in it. 30% plan to work in their specialty and continue their studies at a higher educational institution. And only 2% of respondents answered this question negatively. All this allows us to hope for the replenishment of personnel with specialists who have received special professional training.
Thus, education is increasingly perceived as a necessary condition for obtaining a job, not necessarily in the specialty being mastered. The aspirations of students to the level and quality of education are clearly visible. In most cases, young people choose a profession not so much because they are attracted by the content of the work, but rather choose a certain way of life, where a profession is only one of the means to earn money and build a certain way of life.
We also made an attempt to study the motivation for choosing a specialty and educational institution among students of the South Russian State University of Economics and Service. A random sampling method was used. 150 respondents were interviewed, of which 100 were students studying at the Faculty of Economics, 50 were students majoring in Social Work. The predominant age of the respondents was 17-19 years old.
Analysis of the research results led to the conclusion that many school graduates are trying to enter a university for the sake of higher education “in general,” and only a third of those surveyed wanted to acquire this particular specialty.
The trend of obtaining any higher education is clearly visible among first-year students. But among third-year students, more than half said that they wanted to acquire this particular specialty. This can be interpreted as professional self-identification over the years of study at the university, which is confirmed by private conversations with students.
It is also worth paying attention to the fact that a very small percentage of students studying at a university appreciate the fact that it is academic and all the opportunities that open up for them: qualified teaching staff, the provision of postgraduate studies, the possibility of scientific activity.
The reasons why YURGUES was chosen were ranked by respondents on the following rating scale:
62% - easiest way to enroll;
22% - close to home;
10% - prestigious university;
5% - good teaching staff;
1% - parents graduated from this university.
An analysis of answers to the question about plans for the future showed that only a third of respondents from the Faculty of Economics firmly intend to work in their chosen specialty. Almost half of the students surveyed doubt that they will be able to find a job in their specialty. And only 15% of respondents answered this question in the negative. More than 60% of the surveyed students majoring in Social Work expressed their intention to work in their specialty in the future.
The survey showed that students of the specialty “Social work” are focused not only on practical activities in social services, but also on the field of science and education - 30% of respondents expressed a desire to continue their studies in graduate school. About 35% of the students surveyed have doubts, but do not refuse to continue further education.
More than half of the respondents from the Faculty of Economics do not want to enroll in graduate school, because currently there is an opinion in the country that science and everything connected with it have no prospects: the work of scientists is not properly assessed. Therefore, the new generation of economists most likely prefers to work not in science, but in commercial structures. But about a third of those surveyed do not yet know what they will choose, because this requires not only desire, but also means.
These studies show that the social orientation of young people towards joining the stratum of specialists continues to be primary in relation to the professional one. Students realize that their future depends on their level of education: earnings, lifestyle, social status, etc. An individual's movement up or down the scale of social prestige becomes directly dependent on his level of education.
An instrumental attitude towards higher education prevails, when the main criterion is the market demand for the profession, and factors such as the academic status of the university or qualified teaching staff do not play any noticeable role. Education is perceived as a necessary condition for obtaining a job, not necessarily in the specialty being studied.
Every fourth young Russian has a different orientation in life self-determination, not related to work. They contain a wide range of attitudes towards achieving “success” in life, from the illusory hope of winning a large sum to crime. Thus, the space for the reproduction of irrational consciousness expands. For some, it is a reluctance to work, even if need forces it. It's better to do nothing than to work for pennies. Others have a reluctance to study, even after entering an educational institution - “it’s better to buy a diploma.” Still others have a reluctance to deny themselves momentary pleasures while doing business. It's better to squander money than to invest in business. Without receiving moral and legal counterbalances, such consciousness is reflected both in the goals of labor and in the choice of means to achieve them, which often have nothing to do with the civilized market. There is a redistribution of the interests of young people from the sphere of work to the sphere of leisure and consumption.
A contradiction has clearly emerged between the continuity and innovation of the younger generation, between traditional models of youth’s reproduction of historical experience and modern ones that meet the goals of modernization. It is traditionally believed that mass consciousness is the most inertial sphere compared to the political and socio-economic ones. However, during periods of sharp, revolutionary transformations, the system of value orientations can also be subject to very significant shifts. It can be argued that institutional transformations in all other areas are irreversible only when they are accepted by society and enshrined in the new system of values that this society is guided by.
When making plans for the future, many young people do not realize that the real future is not the future in general, but a future that in a certain way follows from the present. However, by the age of 14-15, a person has formed ideas about a relatively distant future in professional, family and other spheres of life. These ideas include certain life aspirations and are consistent with certain deadlines for their implementation.
In general, psychologically, students’ self-determination is quite successful. Personal self-determination predominates, which corresponds to the tasks of development in youth and is traditionally characteristic of girls. However, some problems can be identified. These include the difficulties of professional self-determination and unrealistic professional attitudes, as well as the uncertainty and low differentiation of the future, the inconsistency of different life goals and the lack of a clear program for achieving the desired future. All this indicates that students are not sufficiently prepared for real difficulties and solving problems of independent life, which can cause a psychological crisis after graduation.
The inclusion of Russia in world processes, integration into the economic, political and socio-information space of industrialized countries is accompanied by scientific, technical, economic, social and cultural changes, in which the qualitative characteristics of the socio-cultural dynamics of the transformed society are manifested.
Changes in the sociocultural and value content of the profession are occurring in different countries of the world, which allows us to consider them as a manifestation of a global trend. At the same time, these processes are not identical, which is explained by the discrepancy between value meanings and views on a person’s place in society, the value of work, and life philosophies.
The market transformation of the economy leads to a change in the position of the individual in the sphere of employment. The individual becomes a subject of market relations, makes independent professional and economic choices, and bears responsibility for its consequences in the form of: wages, working conditions, opportunities for developing one’s abilities and professional career. Young people do not receive sufficient knowledge about the modern labor market, the rules of behavior in the labor market, the components of building a successful professional career, and their rights and responsibilities in the field of labor relations. Young people are not ready to compete and be a subject in the labor market.
When entering the labor market for the first time, young people are dominated by idealistic ideas about their future profession, work and professional career, which are destroyed from the first steps in the labor market and lead to the emergence of complex socio-psychological states in conditions of impossibility of employment. A collision with labor reality leads to a reorientation or degradation of labor values.
Thus, unemployment negatively affects the socio-psychological development of young people and often leads to the disappearance of the view of work as a means of personal self-realization, and the process of normal socialization itself is disrupted. At the same time, the position of young people in the labor market is also determined by the activities of the city’s educational institutions, which, through the process of training and education, set the professional and qualification level of their graduates, form value orientations towards work, and a model of behavior in the labor market and in the field of labor relations.
Currently, in the system of continuous education of young people there is no targeted, systematic psychological and career guidance work, which should assist the individual in professional self-determination, taking into account not only needs and opportunities, but also taking into account the situation on the labor market; there is no system of integrated interaction of social institutions designed to solve the problems of professional self-determination and employment; there is no training of specialists to provide high-quality psychological and career guidance services to young people, taking into account the specifics of the educational institution. In modern socio-economic conditions, a rational way to solve the problem of training specialists in the field of vocational guidance is to train these specialists from among the unemployed citizens who have a higher education, but whose professions are outdated or there is an excess of these professions in the labor market of the city or region.
In general, the relatively low competitiveness of young people in the labor market is due to the following factors:
- lack of professional knowledge, lack of necessary qualifications and work skills, causing employers to doubt the labor productivity of a young person applying for a job;
– the reluctance of employers to bear additional financial and organizational costs associated with the vocational training of young people who do not have the profession required by the enterprise;
– the need to provide a number of benefits provided for by law in relation to adolescents;
– lack of habit of working in accordance with the internal rules established by employers;
– the dismissal of young male workers from the enterprise in connection with conscription into the Armed Forces and the departure of young women on long leave in connection with the birth and raising of a child;
– the combination of work and study by a significant part of young people.
In these conditions, targeted vocational guidance for young people becomes of great importance.
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